Democracy and Education: An Introduction to the Philosophy of EducationDewey, John
Philosophy
Democracy and Education: An Introduction to the Philosophy of Education
Dewey, John
Education -- Philosophy; Education -- Social aspects
modern science makes conserved knowledge only a means to learning, to
discovery. To recur to our illustration. A commanding general cannot
base his actions upon either absolute certainty or absolute ignorance.
He has a certain amount of information at hand which is, we will assume,
reasonably trustworthy. He then infers certain prospective movements,
thus assigning meaning to the bare facts of the given situation. His
inference is more or less dubious and hypothetical. But he acts upon it.
He develops a plan of procedure, a method of dealing with the situation.
The consequences which directly follow from his acting this way rather
than that test and reveal the worth of his reflections. What he already
knows functions and has value in what he learns. But will this account
apply in the case of the one in a neutral country who is thoughtfully
following as best he can the progress of events? In form, yes, though
not of course in content. It is self-evident that his guesses about
the future indicated by present facts, guesses by which he attempts to
supply meaning to a multitude of disconnected data, cannot be the basis
of a method which shall take effect in the campaign. That is not his
problem. But in the degree in which he is actively thinking, and
not merely passively following the course of events, his tentative
inferences will take effect in a method of procedure appropriate to his
situation. He will anticipate certain future moves, and will be on the
alert to see whether they happen or not. In the degree in which he is
intellectually concerned, or thoughtful, he will be actively on the
lookout; he will take steps which although they do not affect the
campaign, modify in some degree his subsequent actions. Otherwise his
later "I told you so" has no intellectual quality at all; it does
not mark any testing or verification of prior thinking, but only a
coincidence that yields emotional satisfaction--and includes a
large factor of self-deception. The case is comparable to that of an
astronomer who from given data has been led to foresee (infer) a future
eclipse. No matter how great the mathematical probability, the inference
is hypothetical--a matter of probability. 1 The hypothesis as to the
date and position of the anticipated eclipse becomes the material of
forming a method of future conduct. Apparatus is arranged; possibly
an expedition is made to some far part of the globe. In any case, some
active steps are taken which actually change some physical conditions.
And apart from such steps and the consequent modification of the
situation, there is no completion of the act of thinking. It remains
suspended. Knowledge, already attained knowledge, controls thinking and
makes it fruitful.
Public-domain text, read in full here on John Shaqi.
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